A Topic Theme-Based Syllabus For Teaching EFL To 10-11 Year Old Learners In Greece

LAKKI KONSTANTINA-AI018214/89556-AGG67 1
ΕΛΛΗΝΙΚΟ ΑΝΟΙΚΤΟ ΠΑΝΕΠΙΣΤΗΜΙΟ
Άρθρο I. ΣΧΟΛΗ ΑΝΘΡΩΠΙΣΤΙΚΩΝ ΣΠΟΥΔΩΝ
Άρθρο II. Μεταπτυχιακό Δίπλωμα Ειδίκευσης στη Διδασκαλία της
Αγγλικής Γλώσσας
ΑΓΓ 67 – Teaching English to Young Learners
Assignment 4
A topic/theme-based syllabus for teaching EFL to 10-11 year
old learners in Greece
May 2016
Submitted by Konstantina Lakki
Tutor: Dr. Alexia Giannakopoulou

TABLE OF CONTENTS
Introduction............................................................................................................. 4
1. The teaching context……………………......................................................... 4
2. Topic/theme-based teaching and learning …………………………………… 4
3. Assessment techniques……………………………………………………….. 5
4. Designing a six-session-theme-based parallel syllabus…………..…………… 6
4.1 Language learning aims………………………………….…..................... 6
4.2 The Syllabus Framework …..……………..………………………............ 7
4.3 Brief description of the learning objectives, skills and strategies…………. 7
Conclusion………………………………………………………………………... 8
References............................................................................................................... 9
Appendices………………………………………………………………………... 11
Appendix I : Diagram of the topic/theme-based syllabus ……………………. 11
Appendix II: Lesson I – Worksheet .………………………………..………… 14
Appendix III: Lesson II -Worksheet 1 ………………………………..…….. 17
Appendix IV: Lesson II - Worksheet 2…………………………………..……. 19
Appendix V: Lesson III- Worksheet ………….……………………………… 21
Appendix VI: Lesson IV- Worksheet …………..…………………………… 22
Appendix VII: Lesson V - Worksheet ….…………………………………… 25
Appendix VIII: Lesson VI - Worksheet ……………………………………… 27
Appendix IX: Assessment Sheets……………………………………………… 29
Appendix X: Reading texts I: Teen-life in Oropos …………………………… 36
Appendix XI: Reading texts II: Environmental Problems..…………………… 39

Introduction
This assignment attempts to outline a parallel syllabus of six consecutive tutoring sessions of
English as a foreign language (EFL) to 10-11 year olds within the topic/theme-based
framework with a view to improving instruction as well as the learning conditions.
1. The teaching context
The teaching context relates to tutoring two Greek girls aged 10 and 11 years old whose level
of competence, according to the Common European Framework of Reference for Languages
(CEFR), is A2. They have one-hour lessons, twice a week so as to acquire their first certificate
(ECCE) in two years. Accordingly, instruction as well as the coursebook syllabus are exam
oriented, focusing on the exam language and format, leaving no room for a holistic approach
to language teaching which would not only promote learners’ linguistic but also their social,
cognitive and aesthetic development (Cameron, 2001; Zouganeli, 2004b). Moreover,
instruction is mostly teacher-centred, tailored to the needs of the forthcoming exam and the
teacher acts as an authoritative source of knowledge. Lastly, the target language is taught
mainly de-contextualized and opportunities for its authentic use are rare (Calfoglou, 2004;
Cameron, 2001; Παπαδοπούλου, 2000).
2. Topic/theme-based teaching and learning
Modern pedagogy calls for a learner-centred integrated curriculum where language is
considered to be the means of various learning experiences that promote all aspects of
learners’ personality (Beane, 1997; Karavas, 2004). Such an holistic approach to EFL teaching
encompasses young learners’ (YL) involvement in a wide range of activities related to their
social, intellectual, physical and emotional interests (Cameron, 2001). Hence, class activities
should appeal to children so as to promote authentic and genuine communication opportunities
in the target language through which learners are called to “uncover their own path to
learning” (Mατσαγγούρας, 2003:38). Thereby, they become strategic so as to “learn how to
learn”, that is develop their metacognition, which will make them autonomous learners
(Calfoglou, 2004; Sifakis, 2004).
Moreover, language teaching should be contextualized, as in real-life situations which could
be replicated in the class (McDonough & Shaw 1993) through topic-based instruction where

various learning activities revolve around a certain theme. This topic “acts as a connecting
thread for pupils and teacher” (Cameron, 2001, p. 180) and may integrate different school
subjects relevant to the particular theme allowing cross curricular work (Halliwell, 1992;
Tann, 1988; Vale & Feunteun, 1995).
White (1988:73) regards the notion of ‘topic’ as a major element in syllabus design: “The
traditional four skills and the cognitive skills involved in the expression of purpose and
meaning and in the creation and interpretation of messages provide the basis for a topic-based
syllabus design”. More explicitly, topic work integrates naturally all four skills into the study
of a theme which suits learners’ age and interest and provides them with content, context and
purpose, features which are essential for language learning. Context enables YL to understand
and relate to, content triggers their interest to further their learning through investigative work
and, lastly, purpose challenges learners to communicate their ideas and work, increasing thus
their participation. In particular, such instruction may involve authentic input that YL are to
interpret and evaluate so as to produce output. It may also comprise problem-solving activities
where negotiation of meaning among learners is required. These activities foster association
of words, functions, structures and situations with a particular topic, which enhances both
understanding and memory. To put it in a nutshell, topic based EFL teaching provides YL
with meaningful and purposeful activities that encourage autonomous learning (Brumfit et al.,
1991; Brewster et al., 1992; Cameron, 2001; Holderness; 1991; McDonough and Shaw, 1993;
Zouganeli, 2004b).
Another benefit of topic-based learning relates to its flexibility as instruction can be adjusted
to individual needs and learning styles. Furthermore, materials, time allocation and activities
covering the topic can be designed and/or rearranged so as to meet the learning needs arousing
during instruction (Bourke, 2006; Scott & Ytrerberg, 1990). Referring to the teacher’s role,
apart from organizing and carefully planning the lesson, she should act as a facilitator of
knowledge who is supportive, assists learners when necessary and provides positive feedback
so as to increase motivation and maximize the learning potential (Calfoglou, 2004; Wood,
1988; Zouganeli, 2004a).
3. Assessment techniques
In a similar vein to a holistic approach to EFL instructing, assessment should relate to
techniques which focus on global skill development and do not merely test knowledge. Since

traditional language testing exams daunt and demotivate YL, informal and alternative
procedures could be employed so that the impact of assessment on instruction, that is the
“washback” effect, is positive (Bachman & Palmer, 1996; Zouganeli, 2004b). This could
involve record-keeping of learners’ progress, performance assessment, the use of portfolios as
well as self and peer assessment, all of which constitute a useful combination of techniques
that could monitor learners’ needs and progress so that the teacher adapts instruction
accordingly (Rea-Dickins & Rixon, 1997). Performance assessment through observation
allows the teacher to judge YL performance of tasks in connection with the desired learning
outcomes (Barrs et al., 1988). Portfolios contain learner’s works over a period of time (ibid;
Smith, 1995), whereas self and peer-assessment encourages learners to reflect on their own or
their classmates’ progress with a view to developing metacognition (ibid; Papaefthymiou-
Lytra, 1981). Unlike traditional tests, these techniques can constitute “a story for every
student-and what is the ultimate goal of evaluation but to give us the knowledge to be able to
reflect upon, discuss, and assist a student's journey through the learning process?”(Huerta-
Macias 1995:10).
4. Designing a six-session-theme-based syllabus
The topic-based parallel syllabus for the particular context relates to six consecutive lessons
aiming to review vocabulary related to everyday activities as well as present and past tenses
(appendix I). It could follow the instruction of the corresponding coursebook modules. There
is integration of all four skills with an emphasis on reading and speaking. Moreover, there is
use of modern technology as a source of authentic information and a means to add variety and
entertainment that would raise learners’ motivation. Lastly, online research and interactive
activities “involve benefits for the learners’ linguistic, socio-cognitive and affective
development” (Zouganeli, 2004b:121) as apart from acquiring language skills, YL become
computer literate and learn how to think critically, skills which prepare them for the real-world
(ibid).
4.1 Language learning aims
The parallel syllabus aims to develop YL autonomous and strategic reading and speaking. The
lessons’ objectives relate to vocabulary and grammar consolidation through topic-based
communicative activities which focus both on the product, that is language accuracy and the
process of learning (appendix I) (ibid).

4.2 The Syllabus Framework
The theme selected is “my town” as it is considered to establish common ground between YL
and is also closely connected to their personal experiences. Not only does it provide learners
with a familiar and motivating context and content, but also with a vast field for investigation
and cross-curricular work, involving history, geography, arts and crafts, environmental
science, physical education and so on (appendix I). The purpose of tasks relates to YL sharing
information, ideas and common interests. Under this perspective, it could be argued that the
syllabus framework reflects a holistic approach to language teaching (Garvie, 1991; Ness,
2007; Zouganeli, 2004; Scott & Ytreberg, 1990).
4. 3 Brief description of the learning objectives, skills and strategies
Each one of the six lessons covers one area of the syllabus framework (appendix I) and aims at
different language and cognitive skills. Lesson I (appendix II) involves geography and fosters
investigative pair work and critical thinking as students must search for and combine
information from various online sources in order to fill in a map/information gap exercise.
Lesson II focuses on history and promotes reading skills, like scanning texts, matching and
ranking information as well as reading aloud. Furthermore, a web quiz allows integration of all
four skills and attempts a revision of present and past tenses in an enjoyable way that
intrigues YL(appendices III&IV).
Arts and crafts through hands on activities that integrate speaking and writing, are the core of
lesson III, where YL create an album that is to be kept in their portfolio, too (appendix V). The
audiovisual input of lessons IV&V relates to sports, science and education. It aims to increase
enjoyment, motivation and self-expression, in both spoken and written form as it provides
communication opportunities for real-life language use. Moreover, the online activities from
Photodentro, the Greek Aggregator of Educational Content designed by the Greek Ministry of
Education, target vocabulary and grammar practice, regarding everyday activities, hobbies,
sports, prepositions, present and past tenses (appendix VI). Lastly, lesson VI promotes
vocabulary acquisition as well as critical thinking, reporting and reasoning over environmental
issues which trouble learners’ hometown, expanding thus their environmental awareness
(appendix VII).

It is worth mentioning that all input relates to web audiovisuals and authentic texts, mostly
produced by older students, in view of stimulating YL interest and active involvement
(appendices IX&X). It also adds a feature of sharing information with peers, which builds up a
positive affective learning environment. The language level is B1, in respect with learners’
needs. Finally, most activities involve pair work which could promote acquisition in the
classroom. However, it could entail use of L1, which should be discouraged by the teacher
who has the role of a coordinator and resource provider throughout the learning process
(Calfoglou, 2004; Willis, 2001; Zouganeli, 2004).
Regarding assessment, apart from YL portfolios, self and peer assessment questionnaires are
filled by YL at the end of the lessons (appendix IX). These techniques in conjunction with
teacher’s observation feedback and task performance assessment could not only constitute
record keeping, but also provide useful feedback on both the learning process and the need for
remedial action (appendix IX).
Conclusion
In this assignment there was an endeavour to design a parallel syllabus covering six
consecutive lessons along the lines of a topic-based approach to EFL instruction. It remains to
be seen how its implementation could contribute to the EFL tutoring to Greek young learners.
Word count: 1651

REFERENCES
Andrews, J., Bouniol, P., Zouganneli, K., (2004a). Teaching English to Young Learners. Vol.
2, Hellenic Open University.
Barrs, M., Ellis, S., Hester, H., Thomas, A., (1988) The Primary Language Record Handbook
for Teachers. London: Centre for Language in Primary Education/Inner London Education
Authority.
Bachman, L. F., Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford
University Press.
Beane, J. A. (1997) Curriculum integration: Designing the core of democratic education. New
York: Teachers College Press.
Bouniol, P., Zouganeli, P. (2004b). Teaching English to Young Learners. Vol. 1, Hellenic
Open University.
Bourke, J. M. (2006). Designing a topic-based syllabus for young learners.ELT Journal,
60,pp: 279-286. Retrieved 25th
April, 2016, from:
http://eltj.oxfordjournals.org/content/60/3/279.full
Brewster,J., Ellis, G.,Girard, D., (1992). The Primary’s English Teacher’s Guide.
Harmondsworth: Penguin.
Brinton, D., Snow, M., & Wesche, M. (1989). Content-based second language instruction.
New York: Newbury House.
Brumfit, C., Moon, J., Tongue, R., (1991). Teaching English to Children. Edition published by
Longman Group Ltd, 1995 Longman
Cameron, L., (2001). Teaching Languages to Young Learners. Cambridge: Cambridge
University Press.
Calfoglou, C., Sifakis, N. (2004).Language Learning Skills & Materials. Vol. 2, Hellenic
Open University.
Garvie, E., (1991) ‘An integrative approach with young learners’ in Brumfit et al Teaching
English to Children London: Collins: 115-126
Halliwell, S. (1992). Teaching English in the Primary Classroom. Harlow:Longman
Holderness, J. (1991). Activity-based teaching: approaches to topic-centred work. In C.
Brumfit, J. Moon and R. Tongue (Eds.) Teaching English to Children: From Practice to
Principle, pp.18-32. London: Collins ELT
Huerta-Macias, A.(1995). Alternative assessment: Responses to commonly asked questions.
TESOL Journal, 5, 1, pp. 8-11.

Karavas, K., Manolopoulou-Sergi, E., Spinthourakis, J.A, (2004). Course Design and
Evaluation Vol. 3, Hellenic Open University.
McDonough, J. & Shaw, C. (1993). Materials and Methods in ELT. Oxford: Blackwell
Ness, C., & Bouch, D. (2007). Topic-based teaching. Maths 4 Life. London :NRDC
Institute of Education. Retrieved March 10, 2008, from:
www.maths4life.org/uploads/documents/doc_294.pdf
Papaefthymiou-Lytra, S. (1981). Comunicating and Learning Strategies in English as a
Foreign Language with particular Reference to the Greek learner of English. (PhD.Thesis),
ESOL Depr., Institure of Education, University of London. Athens, Greece : Published by
S.Saripolos’Library No65, University of Athens
Rea-Dickins, P. and S. Rixon. 1997. The assessment of young learners of English as a foreign
language. In Encyclopedia of language and education,Vol. 7: language testing and
assessment, eds. C. Clapham and D. Carson. The Netherlands: Kluwer Academic Publishers.
Scott, W., A., Ytreberg, L. H., (1990). Teaching English to Children. Harlow: Longman
Sifakis, N., Georgoglou A. & Hill M. (2004) Language Learning Skills & Materials, Vol. 1,
Patras: Hellenic Open University
Slattery, M., Willis, J., (2001). Teaching Young Learners. Oxford: Oxford University Press
Smith, K. (1995) Assessing and Testing Young Learners: Can we? Should we? In Entry
points: Papers from a symposium of the research, testing, and young learners special interest
groups, ed. D. Allen. Kent, England: IATEFL.
Tann, S., (1988) Topic work in the Primary School. London: The Falmer Press
Vale, D., Feunteun, A., (1995). Teaching Children English. Cambridge: Cambridge University
Press
White, R., V.,(1988) The ELT Curriculum: Design, Innovation and Management Oxford:
Blackwell
Wood, D., (1988). How Children Think and Learn. Oxford:Blackwell
ΕΛΛΗΝΟΓΛΩΣΣΗ ΒΙΒΛΙΟΓΡΑΦΙΑ
Ματσαγγούρας, Η. Γ., (2003). Θεωρία και Πράξη της ∆ιδασκαλίας, τ. Β΄. Στρατηγικές
∆ιδασκαλίας. Αθήνα: Gutenberg
Παπαδοπούλου, Σ., (2000) Η Ολική Γλώσσα. Αθήνα: Τυπωθήτω- Γιώργος Δαρδανός
Φωτόδεντρο : Εθνικός Συσσωρευτής Εκπαιδευτικού Περιεχομένου
http://photodentro.edu.gr/aggregator/

LAKKI KONSTANTINA-AI018214/89556
Geography:
map
location, population
Nature &
Environment:
Natural Reserve Areas
Endangered Animals
Sea Pollution
Forest- fires
Language
Functions:
•Describing
•Discussing
•Reporting
•Identifying
•Filling information
•Scanning Texts
•Skimming Texts
•Matching information
•Ranking information
•Guessing meaning
AI018214/89556-AGG67
Appendix I
The Syllabus Framework
My Town
History:
Ancient city &
archaeological
sites
Physical
Education:
Sports
Leisure activities
Vocabulary:
•Everyday activities
•Sports & Hobbies
•Town areas/buildings
•Means of transport
•The natural envirorment
/ animals
Grammar
•Present tenses
•past tenses
•Idioms and phrasals
related to routine/
hobbies
•Prepositions
10
Culture, Arts &
Music
Songs
Photo
albuum/drawings
videos about lifestyle
festivals/events
Science &
Education:
Means of transport
Schools / Libraries
Grammar
Present tenses
past tenses
Idioms and phrasals
related to routine/
Prepositions

Lesson I: My town, Oropos
Learners are asked questions about general information and their personal opinion on their
homewton. Then ,in a pair, they scan an article and find online information about Oropos, its
location, climate and population. Learners locate their town on the map and fill in a table with
the information found. Then, they fill- in, guessing and matching vocabulary exercises. Lastly,
they talk about the different means of transport in their town.
Lesson II: Oropos Now and in History
Learners find online information / skim authentic texts provided by the teacher, do matching,
guess the meaning, comprehension and ranking tasks so as to create a summary about their
town’s history, which they will read aloud to their teacher. Lastly they do an online quiz on
present and past tenses.
Lesson III: Oropos as a tourist attraction
Learners watch various short videos on the web and, in a pair, create a photo album with the
town’s sights, festivals and other cultural events. Then, they write a paragraph for the cover
page regarding entertainment in Oropos.
Lesson IV: My life in Oropos
Learners, in a pair, watch videos and do online vocabulary exercises about routine, pastimes
and extracurricular activities. These relate to word matching, cloze-test, multiple-choice and
Writing :
A paragraph about my town
An e-mail to a friend
A school blog entry
Listening:
to a documentary
to my classmate
Speaking:
Expressing opinion
Expressing personal interests
Discussing
Reasoning
Reading:
Articles / reports
online wikis and information
history
My Town

jumble-words tasks. Then they are assigned to write a blog-entry about their favorite pastime
and extracurricular activities.
Lesson V: School life in Oropos
Learners watch videos on the web concerning school life and talk about their own experiences.
Then, as homework, they write an e-mail to each other about their school life/routine.
Lesson VI: Oropos’ Nature
Learners watch online videos and read texts about the environmental problems of the area, its
natural reserve area for the cormorants and discuss their importance.

Appendix II
Lesson I: My town, Oropos
Worksheet
Questions about your hometown
1. Answer the questions below. Use about 2-4 sentences in your answers.
- Where are you from?
- What kind of place is it?
- What's your favorite place?
- What do you dislike about your hometown?
2. Watch the videos and try to locate Oropos town on the map of Greece.
Then, fill in the table with the information asked.
https://en.wikipedia.org/wiki/Oropos
http://www.greece.com/destinations/Attica/Athens/Village/Oropos.html
http://www.viamichelin.com/web/Maps/Map-Oropos-19015-Anatoliki_Attiki-
Greece?strLocid=31NHp3cWIxMGNNemd1TXpBME1UWT1jTWpNdU56VTBOQT09
My Town Country Region Population Altitude
Municipality Towns / Areas:
1…………………… 4…………………… 7…………………
2…………………… 5…………………… 8…………………
3…………………… 6…………………… 9…………………..

Describing a city
Study the words below.
ancient charming cosmopolitan dull expensive overcrowded
picturesque polluted quiet rundown touristy vibrant
3. Look at the cities below. Describe each place using the adjectives from
this exercise. If you don't know anything about the city, you can say
something like
"I imagine London is very ..."
4. Here are some phrases for describing a city. Use them to complete the
sentences below.
attracts get around immigrants landmarks population
renowned sights situated
1. This city is ……………… in the south-east of the country.
2. It is…………………. for its multicultural and vibrant atmosphere.
3. It……………….. millions of tourists every year.
4. It has a …………………. of over 8 million people.
5. It has many famous ………………….. such as Tower Bridge and the
Millennium Dome.
6. It's very easy to………………….. There's an extensive transport system
consisting of an underground railway network, buses, trams and trains.
7. Many……………………… live in the city. They speak many different
languages and have different religions and cultures.
8. There are many ……………………. for tourists to see including palaces,
churches and museums.
5. Which city in Exercise 3 do these sentences describe?
Tasks 3,4 & 5 were retrieved from: www.linguahouse.com/ex, Lesson code: LL8H-7UIB-
8TGK-B (photocopiable material)

6. Which of those means of transport are in Oropos?
7. Ask/answer to your classmate about which means of transport can
someone use to:
- Go to school - Visit your friends
- Travel to Athens - Take sick people to
hospital
- Go on holiday - Go to school
- Travel to Athens - Work on the fields
- Go to Eretria - Go on a space trip
- Put out a fire - Carry big pieces of
furniture

Appendix III
Worksheet 1
1. Watch the following videos and read the texts given online and in paper
(appendix I). Then, with your classmate match the texts so that they make
sense. The first one is given, as an example.
https://www.youtube.com/watch?v=9rPlMETceAU
https://en.wikipedia.org/wiki/Oropos
http://www2.warwick.ac.uk/fac/arts/classics/students/modules/greekreligion/database/clunbg/
http://www.oropos.gov.gr/visitors/istoria/profil/item/istoriko-profil.html
http://www.oropos.gov.gr/visitors/istoria/arxaioi-xronoi/item/arhaioi-hronoi.html
http://www.oropos.gov.gr/visitors/istoria/mesaionikoi-xronoi/item/mesaionikoi-hronoi.html
Text A Match
A & B
Text B
1. Oropos was founded by colonists
from Eretria and…….
1d
a. ……..to the inscriptions of
Amfiaraeio, which is a very
important archaeological site
of the area.
2. Oropos was the port of special
importance for the communication
with the opposite, Euboea ……….
b. …… to the villages in the
valley, which replaced the
old city.
3. The history of Oropos in antiquity
is based on the passages of ancient
authors and more directly……..
c. Afidnes, Avlonas, Kalamos,
Kapandriti, Malakasa,
Markopoulo oropou, Nea
Palatia, Skala Oropou,
Plydendri and Sykamino.
4. Then, during the Byzantine years
always, the few residents moved
from the coast ……………
d. .... it was at first named Gaia
from the word "Graikos"
5. The Municipality of Oropos was
founded in 2010 and consists of 9
areas: ………
e. … to consult Amphiaraos
who was known to not only
have prophetic and healing
abilities.

6. The famous Sanctuary of
Amphiaraos contained a temple
and a sacred spring, into which
coins were thrown by worshippers
f. ……, especially for the
Athenians for whom Euboea
was the main source of grain.
7. Oropos is a popular tourist resort
for all seasons, offering a
combination of mountain…….
g. ………… where young
people have fun and dance
the night away.
8. Visitors enjoy the sea and
specialities in dozens of restaurants
…………..
h. ……… and sea, preferred by
thousand Athenians, as it is a
45-minute-drive from
Athens..
9. Oropos has also become an
entertainment center with dozens
of cafes and bars …………..
i. …………….. offering
seafood from local fishermen
or grilled meat and good wine
at the taverns.
2. Can you guess the meaning of the words in bold?
…………………….. = ……………………
…………………….. = …………………….
…………………….. = ……………………
…………………….. = …………………….
…………………….. = ……………………
…………………….. = …………………….
…………………….. = ……………………
…………………….. = …………………….
…………………….. = ……………………
…………………….. = …………………….

Appendix IV
Worksheet 2
1. Tick the correct box according to the time period each text refers to.
Text Ancient
Times
Medieval
Times
Modern
Times
a Oropos was founded by colonists
from Eretria and it was at first named
Gaia from the word "Graikos"
b Oropos was the port of special
importance for the communication with
the opposite Euboea, especially for the
Athenians for whom Euboea was the
main source of grain.
c The history of Oropos in antiquity is
based on the passages of ancient authors
and more directly to the inscriptions of
Amfiaraeio, which is a very important
archaeological site of the area.
d Then, during the Byzantine years always,
the few residents moved from the coast to
the villages in the valley, which replaced
the old city.
e The Municipality of Oropos was founded
in 2010 and consists of 9 areas: Afidnes,
Avlonas, Kalamos, Kapandriti, Malakasa,
Markopoulo oropou, Nea Palatia, Skala
Oropou, Plydendri and Sykamino.
f The famous Sanctuary of Amphiaraos
contained a temple and a sacred spring,
into which coins were thrown by
worshippers to consult Amphiaraos who
was known to not only have prophetic
and healing abilities.
g Oropos is a popular tourist resort for all
seasons, offering a combination of
mountain and sea, preferred by thousand
Athenians, as it is a 45-minute-drive from
Athens.

h Visitors enjoy the sea and specialities in
dozens of restaurants offering seafood
from local fishermen or grilled meat and
good wine at the taverns. Oropos has also
become an entertainment center with
dozens of cafes and bars where young
people have fun and dance the night
away.
2. Now, put the texts about Oropos History into the correct order and read
the whole story to your teacher. The following plan will help you organize
your writing.
 In ancient times: (name, importance, famous sites)
 In Byzantine times ( size of the town, change of location)
 Now (municipality, attractions)
1:…….. 2:…….. 3:………4:……… 5:……… 6:…….. 7:…… 8:……….
3. It’s time to play!!! Visit http://www.eslgamesplus.com/verb-tenses-interactive-
grammar-game-for-esl-jeopardy-quiz-game/ and do the quiz!!!

Appendix V
Lesson III : Oropos as a tourist attraction
Worksheet
1. Watch the following video. Then, with your classmate create an album
with the town’s sights using the photographs you have collected.
2. At the front page of the album, write a paragraph about what a visitor can
do in Oropos (50-80 words). The video and the vocabulary task that
follow will help you.
https://www.youtube.com/watch?v=hwZ-0giwxmw
Task
Use one of the following verbs to describe the activities shown in the video.
- enjoy - do – go - hang out – take – visit – see – take up - go for -
Verb tourist attraction/ activity
sea sports
swimming
sunbathing
at cafés
nightlife
Kite-surfing / sailing
archaeological sites
the cormorants at the natural reserve area
a ferryboat ride
a walk by the beach
the view
photos

Appendix VI
Lesson IV: My life in Oropos
Worksheet
1. Log on the following links and, with your classmate, do the activities:
http://photodentro.edu.gr/aggregator/lo/photodentro-educationalvideo-8522-864
http://photodentro.edu.gr/aggregator/lo/photodentro-lor-8521-6143

2. Now, watch the following videos and fill in the chart below with the
activities presented. Then, fill in the table with what is true for you:
https://www.youtube.com/watch?v=ZEXzL8QxXQg&feature=youtu.be
https://www.youtube.com/watch?v=exSGxWpjP4s
https://www.youtube.com/watch?v=AZJLqQmpFms
Activities usually often seldom never at
weekends
Play basketball with my friends

Homework
Using the information from the table, write a blog entry for the school blog about
your favorite pastimes and extra-curricular activities. The following vocabulary
may be of help, too.
Retrieved from: http://www.easypacelearning.com/all-lessons/english-level-2/146-hobby-
english-lesson-questions-and-answers-about-hobbies, on 13/05/2016

Appendix VII
Lesson V: School life in Oropos
Worksheet I
1. Watch the following videos and talk to your classmate about your school
life.
https://www.youtube.com/watch?v=i7t1xWAp-AQ&feature=youtu.be
https://www.youtube.com/watch?v=nSrJvT0CW4I&feature=youtu.be
The following vocabulary will help you.
Retrieved from http://www.easypacelearning.com/all-lessons/learning-english-level-1/1177-
everyday-activities-and-actions-learning-english, on 13/05/2016

2. Now, do the online activity:
http://www.vocabulary.cl/Games/Daily_Routines.htm
Homework
Using the vocabulary from the worksheet, write an e-mail to your classmate
about your daily routine.
Dear…………..,
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
Take care,
……………

LAKKI KONSTANTINA-AI018214/89556
1. Read the blog entries w
and XI), fill in the table
Blog Entry
anne_01
Agie Pg
markos1999
2. Watch the following video about the cormorants in Oropos. Then read the
online information about endangered species.
https://www.youtube.com/watch?v=Acm
https://simple.wikipedia.org/wiki/Endangered_species
http://www.english-online.at/biology/endangered
https://simple.wikipedia.org/wiki/Nature_reserve
AI018214/89556-AGG67
Appendix VIII
Lesson VI: Oropos’ Nature
Worksheet I
Read the blog entries written by some elder students (Appendices
, fill in the table and tell your opinion to your classmate
Watch the following video about the cormorants in Oropos. Then read the
information about endangered species.
https://www.youtube.com/watch?v=Acm-knNXQBQ
https://simple.wikipedia.org/wiki/Endangered_species
online.at/biology/endangered-species/endangered-plants
https://simple.wikipedia.org/wiki/Nature_reserve
26
(Appendices IX, X
tell your opinion to your classmate.
Watch the following video about the cormorants in Oropos. Then read the
plants-and-animals.htm

3. Now, with your classmate do the following online tasks.
a) http://www.english-online.at/biology/endangered-species/exercises/endangered-
species-missing-word.htm
b) http://www.english-online.at/biology/endangered-species/exercises/endangered-
species-sentence-matching.htm
4. Ask and answer your partner the following questions:
- Have you ever been to a wildlife nature reserve? What did you see there?
- Do you think that we should protect endangered animals? Why?
- What should we do to protect the cormorants in Oropos?

Appendix IX
Lesson I - Assessment Sheet
Teacher’s Feedback on the Reading lesson
Student A Student B
Overall impression
Involvement
Cooperativeness
Reading aloud skills
Assertiveness
Critical response to tasks
Skimming
Identifying
Self-correction
Peer-correction
Inference skills
Use of L1
Student is good at
Student needs to work on
Student can improve his
reading comprehension
ability by

Lesson II - Assessment Sheet
Name: …………………………………..
Date: …………………………………….
Tick the face that shows how you feel about each sentence.
Not
really
It’s ok A lot Very
much
I liked the texts about Oropos
I understood the texts about Oropos
I found the matching exercises difficult
I like reading aloud
I enjoyed the quiz
Teacher’s Feedback on the Reading lesson
Student A Student B
Overall impression
Degree of confidence
Involvement
Reading aloud skills
Recognition of words
Predicting
Self-correcting
Inference skills
Use of L1
Student is good at
Student needs to work on
Student can improve his
reading comprehension
ability by

Lesson III - Assessment Sheet
Name: …………………………………..
Date: …………………………
Tick the face that shows how you feel about each sentence
Not
really
much
I liked working with my classmate
I enjoyed doing a photo album of my
town
I can write about my town attractions
I can talk in English with my classmate
I can understand my classmate when we
talk in English
My classmate’s pronunciation is
My classmate’s accent is
Teacher’s Feedback on the lesson
Student A Student B
Overall impression
Degree of confidence
Involvement
Cooperativeness
Assertiveness
Self-correction
Peer-correction
Use of L1

Lesson IV - Assessment Sheet
Name: …………………………………..
Date: …………………………………….
Student A Student B
Overall impression
Response to online tasks
Motivation
Assertiveness/ led by peer
Strategic response to
tasks
Need for support
Self-correction
Peer-correction
Use of L1
Communication skills
Computer skills
Improvement areas
Teacher’s Feedback on Homework assessment
Student A Student B
Use of textbook/relevant
vocabulary
Fluency
Ideas
Punctuation
Structure
Grammar
Spelling
Message conveyance
Originality
Overall comments/grade
Improvement areas:

Lesson V - Assessment Sheet
Name: …………………………………..
Date: …………………………………….
What can I do in English?
1. Tick the box that shows what is TRUE for YOU.
Not
really
much
I can talk about my daily routine
I can write about my daily routine
I can talk about my hobbies / extra
curricular activities
I can write about my hobbies /
extracurricular activities
I enjoyed writing an e-mail to my
classmate
I can check my writing, see and correct
my mistakes
I can write a better e-mail next time
When writing, I have difficulty in (you can choose more than one):
Punctuation Spelling connecting ideas vocabulary
2. Tick the box that shows what you think is TRUE for YOUR
CLASSMATE.
Not
really
much
I can understand my classmate when he
talks about his daily routine and hobbies
I liked my classmate’s e-mail
I could understand my classmate’s e-
mail

Lesson V- Assessment Sheet
Teacher’s Feedback on Homework assessment
Student A Student B
Use of
textbook/relevant
vocabulary
Fluency
Ideas
Punctuation
Structure
Grammar
Spelling
Message conveyance
Originality
Overall
comments/grade
Improvement areas:

Lesson VI - Assessment Sheet
Name: …………………………………..
Date: …………………………………….
1. Tick the box that shows what is TRUE for YOU.
Not
really
much
I enjoyed reading the articles
I could understand the ideas presented
I find the vocabulary difficult
I can talk about the environmental
problems presented in the articles
I like online exercises
I found the online exercises
I am interested in my town’s
environmental problems
I would like to learn more about:……………………………….
When talking, I have difficulty in (you can choose more than one):
Pronunciation vocabulary tenses ?....................................
Student A Student B
Overall impression
Familiarity with the topic
Understanding texts
Involvement
Use of text vocabulary in
speaking tasks
Critical response to texts
Need for support
Self-correction
Peer-correction
Use of L1
Reading Fluency
Speaking Fluency
Confidence
Non-verbal communication

Appendix X
Text taken from the booklet: Teen-life in Europe, Project 1
OROPOS GENERAL LYCEUM – GRΕΕCE
School Year: 2012-2013
Α’ Class
Teen life in Oropos
The history of Oropos
Oropos is a town about 4000 years old at the north east side of Attica. It is one of the
oldest inhabited areas in Attica. The oldest reference with regard to Oropos that we
have is from Homer about 3 thousand years ago. The area of Oropos was known with
the name Yraia.
Oropos was a very important port for the Ancient Athens because of its’ great
usefulness as the connection between the mainland and Evvoia where a big part of
Athens supplies come from. That’s why Oropos was not an independent community
for long periods, because simply it was an area that three cities Viotia, Eretria and
Athens claimed. Another very important aspect that made Oropos a major town for
the ancient Greeks is its river Asopos. Asopos is one of the biggest rivers of Greece
and of course the same is its importance.
The archeologist findings in the area of Oropos are said to be some of the best
maintained in Atikki.
General Information
Oropos is a seaside town about 50 km from Athens. It is a well-known summer resort
and of course it’s full of tourists from May to September. Its economy is mainly based
on tourism, farm products, fishing and shops. Oropos is the centre of a quite big

Municipality. There are some villages around it such as Halkoutsi, Sikamino (the little
Paris as it is called), Markopoulo, Milesi etc.
The population of this area is about 15000 people who have been living there for
generations. The biggest advantage of Oropos (and the reason why families have
chosen to be living there) is that it is a autonomic community with limited criminality
very close to two big cities Athens and Halkida.
Oropos landscape combines the sea, farming fields and some small mountains.
Tourism
Oropos is a well-known summer resort and of course it’s full of tourists from May to
September. It is often chosen by families as well as young people for their summer
vacation because of the relaxing atmosphere and the facilities that are provided for
both children and adults. Oropos successfully combines night life and desires for rest.
Inhabitants: Occupation and Habits
Its economy is mainly based on farm products, fishing and shops. Many of the
inhabitants are occupied on touristic services targeted on nearby Athenians. There is
also a small agricultural activity.
As the rest of the Greeks, Oropians are very outgoing. During the day small tavernas
work as cafes for older people who enjoy each other’s company and the view of the
sea. At the evening the streets are full of people of all ages. Teenagers, going for
lessons or for a walk with friends, families with small kids at playgrounds, elder
people playing tavli (backgammon) and drinking coffee. Oropos is a sunny place and
its residents take advantage of it as much as they can. Some days the whole beach is
full of fishers (and the beach is quite long). Children with bicycles run here and there
and very often festivals are organized. Especially during the summer vagabond
salesmen fill the port up and events like “free hugs” “dance day” etc are very usual.
Schools of Oropos
In the general area of Oropos there are 6 primary schools: in Halkoutsi, in Sykamino,
in Markopoulo, in Milesi, in the village of Oropos, in Nea Palatia and Skala Oropou.
The students of all these schools are about 1200.
The Junior High Schools of the Area are 2 as well as the Senior High Schools. The
first one, the Geniko Lykeio offers education of general knowledge and the ability to
study in the University and a lot of academies. The second one, the EPAL, is a
vocational school which turns to teenagers that want to work as craftsmen, in family
businesses that do not require studies and generally people that don’t target on
expert studies. Teenager students often murmur that they don’t like school but if they
answer sincerely they will definitely say that it is the best part of their day.

School life
In Oropos –and at the whole Greece- children have to attend school from 6 to
15 years since primary and part of secondary education are compulsory. After
the age of 15, i.e. the last 3 years of senior High School, their education is
optional. Teens spend most time at school activities. They start their school
day at 8.00 o’clock p.m. and they finish it at 2.10’ a.m. Throughout these seven
hours they study several subjects like maths, literature, history, chemistry,
ancient Greek etc. When they return home, they have to study, do their
homework and after they –maybe- have a foreign language lesson. As for
those who do a sport, they have a full program. Generally, school life is
interesting but also extremely tiring!!!!

Appendix XI
BREAKING NEWS: MOTHER NATURE GOT SICK!
Hello, everyone!
I am a 16 years old girl and I am forced to face the effects of my area's environmental problems on a daily basis. It is
important that all of us identify these problems and try to find solutions at all costs.
To begin with, the most frequent environmental contamination in my area is due to the rubbish disposal. There is an
inadequate recycling program and as a result we use landfill sites full of trash, which causes environmental pollution.
Moreover, factories pollute the river with waste and sewage, which creates water and soil pollution.
Furthermore, a frequent concern in my area is the deforestation, caused by forest fires. In this way the trees, which are very
important in our life and provide us with oxygen, are destroyed. Last but not least, another problem is overfishing, that
causes the distraction of the sea, flora and fauna.
So, to protect our area we should find some useful solutions. For example, we could start recycling instead of using landfill
sites by buying more recycling trucks. Secondly, the authorities should introduce strict laws and pose hefty fines to
offenders. Also, we could all join a reforestation volunteer team or ask the forest police force to increase patrols so as to
prevent forest fires. Finally, the authorities should set strict legislation about marine patrols to guard against overfishing.
To sum up, the protection of our area is of enormous value. Besides, have you ever thought that by poisoning Mother Nature
is like poisoning your own mother? Your mother gives you life, likewise the environment provides you with life. So, you
should love and protect your area as much as your loving mother.
posted by anne_01, 10/10/2015

Public health hazard: the case of Asopos River. A
silent environmental crisis?
I am a concerned student of our school and I would like to talk about a
serious problem of our area, the pollution of Asopos river.
Asopos covers a total area of 450 km2
and extends to Evoikos Gulf. Seven
municipalities, an area of about 200.000 inhabitants, are located in the board of
the river, which is the largest industrial region of Greece, supporting 1800
factories. In August 2007, important findings came into light regarding the
severe pollution of surface and groundwater. In particular, highly toxic heavy
metals were traced at high concentrations in the river. All scientific studies
carried out so far, demonstrates that pollution is clearly linked to industrial
contamination of soils and groundwater from illegal discharge of waste and
sewage.
In conclusion, the pollution of Asopos river is a fact and the local
authorities should take action, particularly to protect the public health and
eliminate dangerous industrial waste. It’s our turn to become environmentally
aware of the problems that affect our area!
Agie Pg.

SOS for clean water.
markos1999
I'm a sixteen year old teenager. I live on the outskirts of Athens, by the sea, in a town called Oropos. For the
last decade, our city has been facing some serious environmental problems.
Water pollution is a crucial problem for the whole country. Even though it's illegal many factories through
underground channels are discarding their waste into the sea, which as an outcome contaminates the sea
and the rivers. In our district, water pollution is burning the candle at both ends - too much disposal of
sewage. We have to do something to stop that.
Not only has this matter to motivate our community and its activists, but it also has to touch the country as a
whole. Our authorities or even the government should introduce strict legislation in order to protect our
seas. Additionally, there should be hefty fines for the ones who will continue to contaminate seas breaking
the law by doing so. The result of that will be the ''no longer waste in seas and rivers'' sign which will mean
that the water purity is finally restored.
Posted by markos1999, October 11th,2015

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